Carole marsh
Download as pptx, pdf0 likes4,619 views
This document discusses research on enhancing the role of teaching assistants to better support student learning. A pilot study was conducted reviewing current practice, surveying teachers and TAs, and collecting data before and after implementing changes for 5 months. Findings showed that with teachers focusing on explanations and TAs providing more targeted support, students received more personalized attention. Teachers reported students achieving higher progress, while TAs and students indicated feeling more independent but still supported. Moving forward, the roles of teachers and TAs working together could be further developed and additional data collected to demonstrate the approach's impact over time.
1 of 10
Download to read offline
Ad
Recommended
Hannah townsend
Hannah townsendshaunallison
油
Durrington High School identifies itself as having a growth mindset. Six teachers were observed who were known to embrace growth mindset approaches. The observations found that these teachers consistently challenged all students, identified and addressed misconceptions, and modeled excellence. Specific examples were provided that showed teachers providing scaffolding, feedback without simply giving answers, and clear modeling and explanations to help students progress. The findings support research showing that these teachers demonstrated growth mindset approaches in their teaching.Awl
Awlshaunallison
油
This document discusses scrapping levels in assessment and implementing a growth and threshold model. Key points:
1) Levels focus on pace not depth, and different interpretations exist. Successful systems don't use levels.
2) The growth and threshold model identifies big ideas and excellence in subjects. Formative assessment focuses on feedback, and summative assessments track progress against thresholds three times per year.
3) This new system celebrates the progress of all students and identifies those below expectations to provide intervention. It has increased challenge but response has been positive with a focus on growth mindset.Melc wellington june 16
Melc wellington june 16shaun_allison
油
The document outlines six principles to support great teaching and learning: high expectations, responding to feedback, expecting excellence, perfect practice, pride in work, and dedication and deliberate practice. It provides examples of how a teacher named Mr. Clarke implemented these principles in his classroom by setting a high bar for students, expecting hard work and effort, and providing feedback and opportunities for practice. The document also discusses content from sources on what makes great teaching, such as strong subject knowledge, quality instruction through scaffolding and modeling, and using questioning to check understanding and promote deeper thinking.Six prinicples
Six prinicplesshaunallison
油
This document outlines six principles of great teaching and learning:
1) Content knowledge - Teachers need strong knowledge of their subject and how students think about the content.
2) Quality of instruction - Effective questioning, reviewing previous learning, scaffolding new concepts, and using assessment improve learning.
3) Strategies with little impact - Praising low achievers, discovery learning, ability grouping, and focusing on motivation before content do not significantly help learning.
4) Differentiation and challenge - Teaching must be context-specific rather than following checklists, and challenge students long-term.
5) Explanations - They should connect to prior knowledge, consider cognitive limits, and make abstract ideas concrete.
6)Awl ass intro mtg v2
Awl ass intro mtg v2shaunallison
油
This document discusses moving away from using levels in student assessment and toward a "Growth & Thresholds" model. It proposes focusing assessment on mastery of core concepts, skills, and excellence over quick progression through levels. A collaborative approach across subjects would involve identifying key ideas, skills needed for success, and what mastery looks like to set clear expectations and assess meaningful learning and progress. Departments would develop units backwards from end goals and identify focus areas for targeted feedback through threshold tables.Allison l
Allison lshaun_allison
油
This document outlines strategies for mentoring early career teachers through different stages of development. It discusses building teacher resilience through co-regulation, co-learning, feeling safe, and mindfulness. Mentor responses should provide clear guidance for teachers in survival mode, encourage experimentation for those gaining optimism, listen and question more advanced teachers, and coach mature teachers in coaching conversations. It also recommends providing professional development opportunities for new teachers to develop support networks.Melc conference ata
Melc conference atashaun_allison
油
This document outlines six principles to support great teaching and learning: 1) tying new concepts to prior knowledge, 2) accounting for limited working memory, 3) making abstract ideas concrete, 4) modeling thinking processes, 5) deliberate practice with guidance, and 6) retrieval practice to improve memory. Questioning should check for understanding, provoke deeper thinking, and increase participation through "cold calling". The overall message is that excellence and growth in students comes from calculated, great teaching.Assessment without Levels
Assessment without LevelsDr Joanna Goodman, EdD, FCIEA
油
The document outlines strategies for effective assessment for learning, focusing on setting clear learning intentions and checking student understanding. It emphasizes the importance of engaging students through various teaching methods and providing constructive feedback for improvement. Additionally, it highlights the need for ongoing assessment to inform future teaching practices.Assessment without levels - Feedback Group
Assessment without levels - Feedback GroupChris Hildrew
油
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.Assessment for Learning Quick Wins
Assessment for Learning Quick WinsChris Hildrew
油
The document outlines the importance and principles of assessment for learning, emphasizing student involvement in their own progress. Various practical techniques for implementing assessment, such as using traffic lights for self-assessment and encouraging peer feedback, are evaluated. The session also aimed to equip educators with strategies to enhance classroom learning and improve student outcomes.Life Without Levels INSET
Life Without Levels INSETAlex Gingell
油
The document explores the concept of assessment without levels, focusing on understanding national assessment systems and evaluating alternative methods. It discusses the importance of assessment for learning versus assessment of learning, highlighting the impacts of labeling and levels on student performance. It also emphasizes effective assessment principles that support learning, provide reliable information about student progress, and drive improvement in educational practices.Crockett b
Crockett bshaun_allison
油
Metacognition refers to thinking about one's own thinking processes. It involves monitoring and controlling one's thoughts. There are several subcategories of metacognition including metamemory and metacomprehension, which involve appraising one's own prior knowledge and comprehension. Developing metacognition in students is important as research shows academic gains with metacognitive instruction. Teachers can model metacognition for students by consciously demonstrating their own thinking processes and using strategies, checklists, and whiteboards to make their cognitive work visible.Learning walks most able
Learning walks most ableGareth Jenkins
油
The teacher has consistently high expectations for all students and plans well-designed lessons that enable every student to learn exceptionally well and make excellent progress regardless of their starting point. The lessons challenge students through thought-provoking questions, problem-solving tasks, and activities that encourage students to think hard, take risks, learn from mistakes, and be resilient when they get stuck.Resilient learners
Resilient learnersMrsMcGinty
油
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.Supporting PP
Supporting PPMrsMcGinty
油
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.Crane j
Crane jshaun_allison
油
Three teachers create a lesson model focused on modeling and challenge, observing its implementation and discussing positives and issues to adapt the model until agreed upon. They then share the finalized model with the department. Lesson study allows for departmental development around a focus, familiarity with content, student-centered tasks, and consistency within departments, with benefits to students across involved teachers. Potential barriers include time, scheduling, delivery to different groups, and ensuring familiarity with all teaching groups.Enser m
Enser mshaun_allison
油
The document discusses strategies used by a school to improve geography exam results over three years. They identified underperforming groups, set additional work, and emphasized developing excellent work. Teachers modeled high-quality examples, errors, and their thinking process. An emphasis was placed on developing skills rather than just content. Collaboration between teachers was increased. As a result, exam pass rates and uptake of geography at higher levels improved significantly over the three years.Supporting very able students
Supporting very able students Gareth Jenkins
油
High ability students can be identified in several ways including through their performance, observations of their skills and abilities, and the information known about them. Teachers should intervene to support and extend the learning of these students through specific strategies tailored to their subject and age group, such as allowing students to be self-motivated, think for themselves, and apply their knowledge. It is important to provide appropriate challenges and differentiation for high ability students.Gifted and talented provision
Gifted and talented provision Gareth Jenkins
油
This document discusses the importance of catering to gifted and talented (G&T) students through a total philosophy of teaching and learning. The author argues that focusing instruction around the needs of the most able students benefits all students. Some key aspects of a G&T-driven approach include embracing the full complexity of subjects, open-ended tasks with no limits, problem-solving, creativity, and cultivating independence. The goal is to provide intellectual challenge and remove barriers to learning for high-ability students, which raises standards and aspirations for all.Jairo's problem based learning
Jairo's problem based learningAdriana Carvajal
油
This document discusses the benefits of problem-based learning (PBL) over traditional teaching methods. It proposes using PBL to engage students by having them work in teams to research and solve real-world problems. The document outlines the key steps of PBL, including defining a problem, analyzing it, testing theories, and presenting solutions. It also distinguishes between well-structured problems, which have clear answers, and ill-structured problems that are more open-ended, like real-life issues. PBL is suggested as a way to promote critical thinking, problem solving, and skills relevant to life by giving students autonomy over their learning.Pace and challenge
Pace and challengeMrsMcGinty
油
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.Marsh b
Marsh bshaun_allison
油
This document summarizes a study on school-based teacher action research. It finds that teacher participation in action research projects provides valuable professional development by helping teachers reflect on their practice, articulate tacit knowledge, and implement changes in their classrooms. Challenges include finding time and navigating expectations about research. Preliminary results show benefits like increased confidence and status for teachers, as well as a more open culture around research in some schools. The author plans to continue data collection and explore models for supporting teacher research.From good to outstanding teaching at St Nicholas!
From good to outstanding teaching at St Nicholas!andymellor64
油
The document outlines effective teaching strategies aimed at fostering outstanding learning experiences in primary education. It emphasizes the importance of high expectations, student engagement, intrinsic motivation, and structured feedback to create a positive learning environment. Various frameworks and methodologies, such as Bloom's taxonomy and a seven-part lesson structure, are discussed to improve teaching practice and student autonomy.The 6 cs of motivation
The 6 cs of motivationStephanieJerrick
油
The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.NTEN Staff Presentations: Wave 1: November 2014_March 2015
NTEN Staff Presentations: Wave 1: November 2014_March 2015rvhstl
油
1. The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools committed to improving teacher professional development through practitioner research.
2. Members work together to develop evidence-based practices and share innovations that improve teaching across schools and beyond.
3. By engaging in existing evidence and conducting world-class practitioner research, NTEN aims to advance effective teaching strategies.Schoolwide Change Through Improved Teacher Instruction
Schoolwide Change Through Improved Teacher Instructioncatapultlearn
油
The document discusses the importance of improving teacher instruction to achieve effective student learning through rigorous standards and competent educators. It emphasizes the principal's role as a learning leader, focusing on actionable leadership skills such as interpersonal, planning, observational, and research/evaluation skills. Additionally, it highlights the necessity of formative assessments and inquiry-based learning methods to foster a student-centered learning environment.High ability student voice
High ability student voiceGareth Jenkins
油
The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
4) Making lessons challenging and fun to maintain student focus and engagement.What is Outstanding TLA?
What is Outstanding TLA?Mike Tyler
油
The document discusses outstanding teaching, learning, and assessment, highlighting six elements of effective teaching and ten principles for instruction. It emphasizes the importance of facilitating long-term learning and differentiates between formative and summative assessment modes. Additionally, it critiques common misconceptions about learning progress and references key educational literature.Effective use of TAs powerpoint for teacher training
Effective use of TAs powerpoint for teacher traininglucky831
油
Powerpoint for teachers to understand effective TA supportPresentation
Presentationkatie427
油
The document discusses two research studies on the role and effectiveness of teaching assistants in primary schools. The first study surveyed 340 teaching assistants about their views on their changing roles, lack of training, and desire for better recognition. The second study examined how teaching assistants support students with special educational needs, and found differences in how schools deploy assistants. Both highlighted ongoing issues around assistants' roles and the need for improvements, though their views provide insight into supporting student learning.More Related Content
What's hot (20)
Assessment without levels - Feedback Group
Assessment without levels - Feedback GroupChris Hildrew
油
The document discusses the move in the UK education system away from using levels to assess student performance and toward focusing on key constructs. It outlines principles that assessment should meet, such as being reliable and valid. Problems with the previous level-based system are described, such as it encouraging pace over depth of learning. The concept of assessing students based on their understanding of core constructs or ideas is introduced as the new approach. Questions are provided for teachers to reflect on how to implement this construct-based assessment within their own subjects.Assessment for Learning Quick Wins
Assessment for Learning Quick WinsChris Hildrew
油
The document outlines the importance and principles of assessment for learning, emphasizing student involvement in their own progress. Various practical techniques for implementing assessment, such as using traffic lights for self-assessment and encouraging peer feedback, are evaluated. The session also aimed to equip educators with strategies to enhance classroom learning and improve student outcomes.Life Without Levels INSET
Life Without Levels INSETAlex Gingell
油
The document explores the concept of assessment without levels, focusing on understanding national assessment systems and evaluating alternative methods. It discusses the importance of assessment for learning versus assessment of learning, highlighting the impacts of labeling and levels on student performance. It also emphasizes effective assessment principles that support learning, provide reliable information about student progress, and drive improvement in educational practices.Crockett b
Crockett bshaun_allison
油
Metacognition refers to thinking about one's own thinking processes. It involves monitoring and controlling one's thoughts. There are several subcategories of metacognition including metamemory and metacomprehension, which involve appraising one's own prior knowledge and comprehension. Developing metacognition in students is important as research shows academic gains with metacognitive instruction. Teachers can model metacognition for students by consciously demonstrating their own thinking processes and using strategies, checklists, and whiteboards to make their cognitive work visible.Learning walks most able
Learning walks most ableGareth Jenkins
油
The teacher has consistently high expectations for all students and plans well-designed lessons that enable every student to learn exceptionally well and make excellent progress regardless of their starting point. The lessons challenge students through thought-provoking questions, problem-solving tasks, and activities that encourage students to think hard, take risks, learn from mistakes, and be resilient when they get stuck.Resilient learners
Resilient learnersMrsMcGinty
油
The document discusses strategies for creating challenging learning experiences that encourage resilience. It advocates for teaching methods that include mistakes as part of learning, apply skills to real-world contexts, and use techniques like struggle time, problem solving, and group work. The goal is to develop students' ability to respond to challenges and failures.Supporting PP
Supporting PPMrsMcGinty
油
Schools have reduced variance for disadvantaged students in several ways:
1. Providing individual and small group tuition in core subjects, extending the school day, and supporting attendance and enrichment activities.
2. Implementing vertical tutoring and regular progress checks to identify students needing extra support.
3. Deploying teaching assistants and reducing class sizes to enable 1:1 intervention.
4. Consulting students, staff, and parents to understand obstacles and tailor support for different year groups.
5. Appointing support staff to address social, emotional, and non-academic barriers to learning.
6. Holding frequent progress discussions to monitor impact and adjust support in real-time.Crane j
Crane jshaun_allison
油
Three teachers create a lesson model focused on modeling and challenge, observing its implementation and discussing positives and issues to adapt the model until agreed upon. They then share the finalized model with the department. Lesson study allows for departmental development around a focus, familiarity with content, student-centered tasks, and consistency within departments, with benefits to students across involved teachers. Potential barriers include time, scheduling, delivery to different groups, and ensuring familiarity with all teaching groups.Enser m
Enser mshaun_allison
油
The document discusses strategies used by a school to improve geography exam results over three years. They identified underperforming groups, set additional work, and emphasized developing excellent work. Teachers modeled high-quality examples, errors, and their thinking process. An emphasis was placed on developing skills rather than just content. Collaboration between teachers was increased. As a result, exam pass rates and uptake of geography at higher levels improved significantly over the three years.Supporting very able students
Supporting very able students Gareth Jenkins
油
High ability students can be identified in several ways including through their performance, observations of their skills and abilities, and the information known about them. Teachers should intervene to support and extend the learning of these students through specific strategies tailored to their subject and age group, such as allowing students to be self-motivated, think for themselves, and apply their knowledge. It is important to provide appropriate challenges and differentiation for high ability students.Gifted and talented provision
Gifted and talented provision Gareth Jenkins
油
This document discusses the importance of catering to gifted and talented (G&T) students through a total philosophy of teaching and learning. The author argues that focusing instruction around the needs of the most able students benefits all students. Some key aspects of a G&T-driven approach include embracing the full complexity of subjects, open-ended tasks with no limits, problem-solving, creativity, and cultivating independence. The goal is to provide intellectual challenge and remove barriers to learning for high-ability students, which raises standards and aspirations for all.Jairo's problem based learning
Jairo's problem based learningAdriana Carvajal
油
This document discusses the benefits of problem-based learning (PBL) over traditional teaching methods. It proposes using PBL to engage students by having them work in teams to research and solve real-world problems. The document outlines the key steps of PBL, including defining a problem, analyzing it, testing theories, and presenting solutions. It also distinguishes between well-structured problems, which have clear answers, and ill-structured problems that are more open-ended, like real-life issues. PBL is suggested as a way to promote critical thinking, problem solving, and skills relevant to life by giving students autonomy over their learning.Pace and challenge
Pace and challengeMrsMcGinty
油
This document discusses how to provide pace and challenge in lessons. It defines pace as moving quickly between well-ordered activities with enough thinking time. Challenge involves extending students' knowledge and skills and having them think for themselves to solve problems rather than being spoon-fed. Teachers can create challenge through high-level questioning, modeling thinking, scaffolding difficult tasks, and encouraging metacognition and reflection on the learning process. A variety of thinking tools and activities are presented to help structure challenging lessons.Marsh b
Marsh bshaun_allison
油
This document summarizes a study on school-based teacher action research. It finds that teacher participation in action research projects provides valuable professional development by helping teachers reflect on their practice, articulate tacit knowledge, and implement changes in their classrooms. Challenges include finding time and navigating expectations about research. Preliminary results show benefits like increased confidence and status for teachers, as well as a more open culture around research in some schools. The author plans to continue data collection and explore models for supporting teacher research.From good to outstanding teaching at St Nicholas!
From good to outstanding teaching at St Nicholas!andymellor64
油
The document outlines effective teaching strategies aimed at fostering outstanding learning experiences in primary education. It emphasizes the importance of high expectations, student engagement, intrinsic motivation, and structured feedback to create a positive learning environment. Various frameworks and methodologies, such as Bloom's taxonomy and a seven-part lesson structure, are discussed to improve teaching practice and student autonomy.The 6 cs of motivation
The 6 cs of motivationStephanieJerrick
油
The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.NTEN Staff Presentations: Wave 1: November 2014_March 2015
NTEN Staff Presentations: Wave 1: November 2014_March 2015rvhstl
油
1. The National Teacher Enquiry Network (NTEN) is a collaborative partnership of schools committed to improving teacher professional development through practitioner research.
2. Members work together to develop evidence-based practices and share innovations that improve teaching across schools and beyond.
3. By engaging in existing evidence and conducting world-class practitioner research, NTEN aims to advance effective teaching strategies.Schoolwide Change Through Improved Teacher Instruction
Schoolwide Change Through Improved Teacher Instructioncatapultlearn
油
The document discusses the importance of improving teacher instruction to achieve effective student learning through rigorous standards and competent educators. It emphasizes the principal's role as a learning leader, focusing on actionable leadership skills such as interpersonal, planning, observational, and research/evaluation skills. Additionally, it highlights the necessity of formative assessments and inquiry-based learning methods to foster a student-centered learning environment.High ability student voice
High ability student voiceGareth Jenkins
油
The document contains responses from higher ability students on what teachers can do to create challenge, explain things clearly, and help students learn better. Some of the key strategies mentioned include:
1) Letting students be self-motivated and offering help when needed, while also challenging students with extension questions and frequent topic tests.
2) Using worked examples, clear explanations, and checking for understanding while allowing independent practice.
3) Varying lesson structure and content, providing engaging activities, and revisiting topics to reinforce learning.
4) Making lessons challenging and fun to maintain student focus and engagement.What is Outstanding TLA?
What is Outstanding TLA?Mike Tyler
油
The document discusses outstanding teaching, learning, and assessment, highlighting six elements of effective teaching and ten principles for instruction. It emphasizes the importance of facilitating long-term learning and differentiates between formative and summative assessment modes. Additionally, it critiques common misconceptions about learning progress and references key educational literature.Similar to Carole marsh (20)
Effective use of TAs powerpoint for teacher training
Effective use of TAs powerpoint for teacher traininglucky831
油
Powerpoint for teachers to understand effective TA supportPresentation
Presentationkatie427
油
The document discusses two research studies on the role and effectiveness of teaching assistants in primary schools. The first study surveyed 340 teaching assistants about their views on their changing roles, lack of training, and desire for better recognition. The second study examined how teaching assistants support students with special educational needs, and found differences in how schools deploy assistants. Both highlighted ongoing issues around assistants' roles and the need for improvements, though their views provide insight into supporting student learning.Teacher assistants term 4 presentation
Teacher assistants term 4 presentationMoniDonaldson
油
This document discusses the roles and responsibilities of teacher assistants (TAs) in schools. It provides information on what TAs do, how they should be supported by teachers, and guidelines for determining when TA support is needed for students. It also addresses myths around TA roles and the qualifications and training required of TAs. The conclusion emphasizes that TAs are an important part of the educational team when their roles are clearly defined and they receive appropriate guidance.Teacher assistants term 4 presentation
Teacher assistants term 4 presentationMoniDonaldson
油
This document discusses the roles and responsibilities of teacher assistants (TAs) in schools. It provides information on what TAs do, how they should be supported by teachers, and guidelines for determining when TA support is needed for students. It also addresses myths around TA roles and the qualifications and training required of TAs. The conclusion emphasizes that TAs are an important part of the educational team when their roles are clearly defined and they receive appropriate guidance.How TA practice can promote Teaching & Learning CPD 24.06.15
How TA practice can promote Teaching & Learning CPD 24.06.15Vargini Ledchumykanthan
油
This document discusses the roles of teachers and teaching assistants in promoting effective teaching and learning. It outlines that teachers should plan lessons collaboratively with teaching assistants, clearly communicating expectations and objectives. During lessons, teachers should designate specific support roles for assistants, such as working with small groups, to ensure all students are actively engaged. The goal is for assistants to facilitate learning for all students and help reduce dependency, while teachers differentiate instruction to promote independence.Presentation
Presentationkatie427
油
The document discusses two research studies on the role and effectiveness of teaching assistants. The first study surveyed 340 teaching assistants about their changing roles, lack of training, and desire for better pay and recognition. The second study examined how teaching assistants support students with special educational needs, and found differences in how schools deploy assistants. Both highlighted ongoing issues around assistants' roles and the need for improvements, though views of their effectiveness were mixed. The document also includes sections from a guide on managing teaching assistants.Working With Teaching Assistants - Session Sixteen
Working With Teaching Assistants - Session SixteenMike Blamires
油
The document outlines a training toolkit focused on effectively working with teaching assistants in educational settings, particularly for students with special educational needs and/or disabilities. It highlights the importance of promoting student independence, understanding various roles of teaching assistants, and the impact of effective support on students' learning. Additionally, the toolkit emphasizes key management issues and collaboration strategies for teachers and teaching assistants to optimize student outcomes.St benedicts case study with results table
St benedicts case study with results tableSharonFerguson
油
St. Benedict's School conducted a study using Thomas assessments to improve the performance and behavior of underachieving and disruptive students, which resulted in over a 90% reduction in negative behavior indicators. The assessments helped students become more self-aware and empowered them to better manage their own behavior. The school is now repeating the process with their current students to maintain the positive impact and empower students to continuously improve themselves.St Benedicts Case Study With Results Table
St Benedicts Case Study With Results TableSharonFerguson
油
St. Benedict's School conducted a study using Thomas assessments to improve the performance and behavior of underachieving and disruptive students, which resulted in over a 90% reduction in negative behavior indicators. The assessments helped students become more self-aware and empowered them to better manage their own behavior. The school is now repeating the process with their current students to maintain the positive impact and empower students to continuously improve themselves.St Benedicts Case Study With Results Table
St Benedicts Case Study With Results TableSharonFerguson
油
St. Benedicts School, an outstanding independent Catholic school for students aged 13 to 18, implemented Thomas assessments to address the performance and behavior of underachieving and disruptive students. A pilot study with 63 students successfully reduced external exclusions and negative referrals by over 90%, while also increasing positive referrals, emphasizing self-awareness and personal responsibility among students. The school plans to continue this approach with current students, focusing on long-term self-development and effective communication between students and staff.Babatunde Ladeinde dissertation
Babatunde Ladeinde dissertationBabatunde Ladeinde
油
This dissertation examines differences in preparedness and practice between teaching assistants (TAs) in primary schools versus special schools. 22 TAs completed daily time logs tracking their preparation activities. 10 TAs (5 from each school type) were then observed during lessons, coding their support every 10 seconds. Results found that while both TAs engaged similarly in sharing feedback with teachers, special school TAs engaged in more overall preparation. Both TAs provided high-level support frequently and low-level support rarely during lessons, with no significant differences. No link was found between preparation measures and classroom practice. Organizational differences between school types may explain differences in preparation, while pupils received support tailored to their needs in both settings.Understanding Co-teaching at the Secondary School Level
Understanding Co-teaching at the Secondary School LevelMuizaz88
油
The document discusses a study on co-teaching practices at Yishun Secondary School. It provides background on the school's use of co-teaching to address challenges in mixed-ability classes. It outlines the study's purpose to understand effective co-teaching models and their impact on student engagement and achievement. A literature review covers definitions of co-teaching models and components. Interim findings report academic results from co-taught classes and student survey feedback. Recommendations address selecting appropriate co-teaching models and improving teacher collaboration.SEN Code of Practice Changes- 2014
SEN Code of Practice Changes- 2014Amjad Ali
油
The document outlines the SEN/D (Special Educational Needs/Disabilities) context in a school with over 300 students on the SEN register, significantly above the national average, detailing challenges such as high absence and exclusion rates. It emphasizes the importance of inclusion, differentiated instruction, and collaboration among teachers and support staff to address diverse student needs. Additionally, the text provides strategies for effective teaching and support within the framework of new SEN/D policies, focusing on monitoring and responding to student progress.Changing conceptions and practice
Changing conceptions and practiceTansy Jessop
油
1. The document summarizes research on the TESTA (Transforming the Experience of Students Through Assessment) project at the Dublin Institute of Technology, which aimed to improve student assessment and feedback.
2. Key findings of the TESTA research included that formative assessment, feedback as dialogue, and evidence-based curriculum changes improved the student experience and NSS scores. Collaboration between faculty and a systemic approach were important to sustainable changes.
3. Challenges discussed included providing too much negative information in feedback and lack of collegiality or follow-through. Factors in successful changes included addressing shared problems, compelling evidence, and practical impacts on teaching and learning.SDA for PEN Conference 2011
SDA for PEN Conference 2011Karen Colaric
油
The document outlines a teacher assessment initiative at Park Day School focused on professional development, mentorship, and feedback mechanisms. It identifies gaps in current evaluation processes and proposes a comprehensive plan for improving teacher assessments that align with the school's philosophy. Additionally, it emphasizes collaboration among teachers and the importance of self-reflection and goal setting in fostering effective teaching practices.Sda for pen
Sda for penKaren Colaric
油
The document outlines the development of a teacher assessment process at Park Day School, addressing the need for systematic evaluation and support for educators. It emphasizes the importance of goal-setting, mentorship, and critical reflection for teachers at different career stages, along with a framework for collaboration and feedback. The plan aims to align with the school's philosophy while being responsive to the individual needs of teachers.Changing conceptions
Changing conceptionsTansy Jessop
油
1. The document discusses the TESTA (Transforming the Experience of Students Through Assessment) project at Solent University which aimed to improve assessment practices. It found that assessment change was most successful when: it addressed an identified need; was evidence-based; involved collaboration between staff; and had practical impacts on student learning through formative assessment and feedback.
2. Key factors in TESTA's success were: using case studies and data to inform discussions; focusing on whole-program design not just modules; and facilitating workshops and discussions rather than a top-down directive approach. This helped assessment reform become embedded in curriculum design and pedagogy across programs in a collaborative way.Working on an Instructional Team
Working on an Instructional TeamTeaching and Learning at Simon Fraser University
油
The document discusses the evolving experiences of a teaching assistant (TA) and instructor relationship, emphasizing the varying roles and responsibilities in large classes. It covers challenges faced by TAs, such as grading and communication issues, along with best practices for effective teaching and management. Additionally, it touches upon ethical dilemmas and academic integrity, highlighting the importance of clear expectations and support for students.Teaching in cultures averse to uncertainty
Teaching in cultures averse to uncertaintybob_ashcroft
油
The document discusses educational scaffolding in the context of EFL (English as a Foreign Language) and highlights cultural differences between teachers and students, particularly in Japan. It emphasizes the importance of adapting teaching methods to accommodate varying levels of uncertainty avoidance and classroom expectations stemming from cultural backgrounds. By utilizing scaffolding techniques, teachers can reduce uncertainty and enhance learning experiences for students with diverse cultural perspectives.Supporting the less able and students with SEN
Supporting the less able and students with SENGareth Jenkins
油
This document provides information about supporting students with special educational needs (SEN) including those with lower abilities. It includes a table with student data showing names, ages, diagnoses, test scores, and support needs. Sections provide guidance on using student data to understand needs, potential access arrangements, and overview documents. Teachers are tasked to discuss how they access and record student information and whether they revisit data when progress is uneven. Strategies are suggested to support students with conditions like ADHD, autism, dyslexia, and hearing impairment. Additional reading materials with teaching tips are also referenced.Ad
Carole marsh
- 1. Supporting Learning Enhancing the Role of Teaching Assistants Carole Marsh
- 2. Assumptions About the Effectiveness of Teaching Assistants Until recently there has been very little research on the impact of TAs Traditional deployment has been based on 2 untested assumptions Recent research points to minimal impact One unintended consequence of the traditional way Teaching Assistants work is that it limits the interaction between the class teacher and the student(s) who need additional help and support
- 3. Methodology & Data What does the literature have to say Review current practice Pilot study Extended it to 5 classes Ran the project for 4-5 months Collected data from Teachers, TAs & Students Initial Data Review of practice Questionnaire survey of teachers and TAs End of Project Subjects: English, Geography & History Narrative reports from 5 teachers 5 TAs Short interviews with 16 students (years 8-10)
- 4. Initial Pilot with CWO Initial issues Lack of subject knowledge of TA so unable to Judge answers as right or wrong Suggest improvements Changes Made TA circulates keeping all students on task rather than single SEN focus TA learns exam framework and command words what is required Structure of answers Much more effective checking of student work Teacher focus on explanations, clarifying misconceptions, re- explaining to all including SEN students rather than relying on TA to do this Outcome significant mark gain in TP2 assessment compared to TP1 extent of gain due to change not directly measurable but I feel it has helped
- 5. Findings - Teachers More personalised time with these students Changed expectations Increased scaffolding of work students are finding the work more accessible More students in the class are getting support As a consequence students are now achieving their expected progress or exceeding this by one level.
- 6. Findings TAs Much more complex picture They report Teachers with SEN - clarifying, explaining, dealing with misconceptions Wider role in whole class support for themselves An anxiety that the SEN students dont feel adrift and left to themselves
- 7. Findings - Students More About the Same Less Amount of Time Supported by TA 3 2 11 Amount of Time Supported by Class Teacher 8 8 0 Sense of Making Additional Progress 12 4 0 What seems to be happening? the student comments point to Work of both teacher and TA being more focussed for these students Teacher using their subject knowledge and pedagogical expertise to give explanations, clarity, respond to misconceptions, general help and support TA more targeted support responding to student need rather than being their all the time Outcome 12 / 16 had a sense of making more progress than they had done before
- 8. Findings - Students Issue to be addressed moving students from dependency (learned dependency?) to becoming more independent and drawing on support as they need it Year 8 Year 9 Year 10 comments suggest they feel more vulnerable about these changes comments suggest they appreciate more independence
- 9. Findings - Students The teacher helps me by explaining the task and helping me with planning The Teacher spends more time with me than before. They explain the tasks to me and help with my spellings too. The changes have helped me improve my progress. I have noticed this in the amount of text I can write now. When the teachers help me in these subjects they explain the stuff I find confusing. The TA spends less time with me in . as it is only when I ask for help now. I dont feel any different to the other students. I like this
- 10. What Next Develop this into the way teachers and TAs work together to support students Monitor over a year getting additional evidence from tracking data to show increased progress over time Work with students (particularly new intake) around their dependency upon TAs